Motor learning principles in Speech Sound Disorders

What is it about?

The application of specific motor learning principles (MLPs) in treatment for developmental motor-based articulation disorder in children has not been reported to date. The aims were to determine treatment effects of a novel hybrid intervention approach for a single participant with motor-based articulation disorder, and to examine the role of specific MLP, namely blocked versus serial practice schedules, in performance, generalization, and maintenance of speech skills. Results suggested that the novel hybrid treatment approach produced measurable gains in most instances. However, there were no systematic differences between the different practice schedules. Possible reasons for these specific treatment and generalization effects were explored.

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Why is it important?

Few studies to date have demonstrated the possible motor learning benefit of different practice conditions in novel speech tasks for unimpaired speakers, or in the disordered developmental motor-based speech domain (Maas et al., 2008). Maas et al. (2008) suggested that MLP may apply to any situation and have also recognized the dearth in further research in the speech domain. More recently the Bislick, Weir, Spencer, Kendall, and Yorkston (2012) systematic review has indicated that the current level of evidence for the application of MLP to healthy adults and individuals with acquired and developmental motor speech disorder warrants continued investigation. Unfortunately, research of motor-based articulation disorder treatment where certain principles of motor learning are defined for specific language or age groups is scant (Bislick et al., 2012; Maas et al., 2008). Furthermore, no treatments for developmental motor-based articulation disorder make specific reference to specific practice conditions (Magill, 2007; Schmidt & Lee, 2011). Given the various hypotheses and evidence in motor-limb literature in this regard, it is reasonable to believe that similar practice performance and learning outcomes will arise from empirical investigations for motor-based articulation disorder.